District North St. Paul, Maplewood, Oakdale Public Schools. Local Literacy Plan

Transcription

1 District North St. Paul, Maplewood, Oakdale Public Schools Local Literacy Plan

2 District Early Literacy Philosophy and Program Goals

3 District 622 Literacy Philosophy Literacy is critical to preparing our students to excel in our changing world. Based on Marie Clay s definition of reading, we believe that reading and writing are reciprocal message getting/message giving, problem solving activities which increase in power and flexibility the more they are practiced. We believe that to meet the challenges of teaching literacy in the 21 st century, we must implement a Balanced Literacy Framework based on a set of comprehensive principles that honor children s rights to excellent instruction. We believe that all children have a right to Early reading instruction that meets individual needs Literacy instruction that builds skill and the desire to read increasingly complex materials Well-prepared teachers who keep these skills up to date A variety of books and other reading materials in their classrooms and in school and community libraries Assessment that identifies strengths as well as needs and involves students in making decisions about their own learning Supplemental instruction from professionals specifically prepared to teach literacy Instruction that involves parents and communities in students academic lives Instruction that makes meaningful use of first-language skills Equal access to instructional technology Classrooms that optimize learning opportunities (Adapted from the IRA-Children s Literacy Rights, 2007)

4 Balanced Literacy Overarching Goals District 622 will see an increase in student achievement in literacy by strengthening our understandings of the MN Common Core English Language Arts standards, District 622 Balanced Literacy Framework (includes assessment and gradual release), and content materials and planning. Understandings Literacy is critical to preparing our students to excel in our changing world. Based on Marie Clay s definition of reading, we believe that reading and writing are reciprocal message getting/message giving, problem solving activities which increase in power and flexibility the more they are practiced. We believe that to meet the challenges of teaching literacy in the 21 st century, we must implement the standards using a Balanced Literacy Framework based on a set of comprehensive principles that honor children s rights to excellent instruction. Understandings Believe all students are learners and can learn. Hold high expectations for learners. We value diverse languages and cultures. All aspects of reading and writing receive appropriate emphasis, and a state of equilibrium exists between all the components. Comprehensive Literacy (newer term for balanced literacy). Classroom organization: Balance whole class teaching with small group and side-by-side instruction all day long. Designed to be able to differentiate for students with small group instruction to accelerate learning. The goal of the guided contexts in reading and writing is to help readers and writers become independent problem solvers, self-monitors, self-evaluators, and goal setters. The teacher is the knowledgeable decision maker who continually monitors and adjusts support and instruction based on standards, students needs, interests and experiences. Planning is important for student learning. Focus on backward planning with the end in mind across the year and units, including an assessment plan. Planning with colleagues strengthens the understandings for students and teacher. Work together using student data, standards and materials to plan learning targets (teaching points) the scaffolded steps that outline the explicit knowledge and skill students will need to demonstrate their understanding of the benchmark. The Conditions of Learning (immersion, demonstration, expectation, responsibility, use, approximation, and response) are thoughtfully considered in each component of balanced literacy. The probability of student engagement is increased when these conditions are present. Student motivation is enhanced with attachment (build community), autonomy (feeling ownership/choice) and challenge (appropriate levels of challenge and complexity).

5 Balanced Literacy Overarching Goals continued A Gradual Release of Responsibility approach allows teachers to slowly and consciously release more responsibility for learning to the students. Gradual release across components of Balanced Literacy, across a lesson and across the week, unit, etc. Teaching for understanding must be the primary goal. Explicit instruction teachers open up their thinking and showing how modeling our thought process aloud. Design lessons to focus on one learning target or aspect of quality at a time. Students learn best through collaboration and conversation with others. Skills must be taught in context, as part of relevant literacy events. Classrooms need to optimize learning opportunities. Prepare students for learning by frontloading (build background, etc.), The more we frontload for students, the more independently students even our youngest ones are able to work and problem solve and produce better-quality work. Assessment that identifies strengths as well as needs and involves students in making decisions about their own learning. Seven strategies for Assessment FOR Learning (including student specific feedback and goal setting) and the 5 keys to assessment quality. The purpose of assessment is to inform and shape instruction. Access to interesting texts and choice. Matching students with appropriate texts. Literacy instruction that builds skill and the desire to read increasingly complex materials. Students need a variety of books and other reading materials in their classrooms and in school and community libraries. Teacher understanding of text complexity expectations. Writing and reading have reciprocal positive effects. Link reading and writing to take advantage of the natural reciprocity between the various reading and language processes. Availability of expert tutoring. Some students simply need more intensive and more expert instruction if they are to maintain a pace of development that is comparable to their peers. Small groups = 4 or less Ensure the supplemental instruction from professionals specifically prepared to teach literacy. The teacher s own literacy habits and strategies greatly impact what is done in the classroom. Spy on yourself as a reader and as a writer.

6 District Early Literacy Curriculum

7 Kindergarten Curriculum Outcomes Reading Benchmarks: Literature Kindergartners Key Ideas and Details With prompting and support, ask and answer questions about key details in a text With prompting and support, retell familiar stories, including key details With prompting and support, identify characters, settings, and major events in a story. Craft and Structure Ask and answer questions about unknown words in a text Recognize common types of texts (e.g., storybooks, poems) With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts) (Not applicable to literature) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks. Reading Benchmarks: Informational Text Kindergarten Key Ideas and Details With prompting and support, ask and answer questions about key details in a text With prompting and support, identify the main topic and retell key details of a text With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

8 Craft and Structure With prompting and support, ask and answer questions about unknown words in a text Identify the front cover, back cover, and title page of a book Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Integration of Knowledge and Ideas With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts) With prompting and support, identify the reasons an author gives to support points in a text With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks. Reading Benchmarks: Foundational Skills Kindergarten Print Concepts Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet.

9 Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency Read emergent-reader texts with purpose and understanding. Writing Benchmarks: Kindergarten Text Types and Purposes Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...) Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

10 Writing Process: Production and Distribution of Writing With guidance and support from adults, respond to questions and suggestions from adults and peers and add details to strengthen writing as needed With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking, Viewing, Listening and Media Literacy Benchmarks Kindergarten. Comprehension and Collaboration Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. c. Listen to others and name emotions by observing facial expression and other nonverbal cues. d. Follow basic oral directions Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

11 Presentation of Knowledge and Ideas Describe familiar people, places, things, and events and, with prompting and support, provide additional detail Add drawings or other visual displays to descriptions as desired to provide additional detail Speak audibly and express thoughts, feelings, and ideas clearly, and respond to poems, rhymes, and songs. Media Literacy Distinguish among different types of print, digital, and multimodal media. a. Recognize common signs and logos. b. Identify commercials or advertisements With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression.) Language Benchmarks: Kindergarten Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Knowledge of Language (Begins in grade 2)

12 Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

13 Grade 1 Curriculum Outcomes Reading Benchmarks: Literature Gr.1 Key Ideas and Details Ask and answer questions about key details in a text Retell stories, including key details, and demonstrate understanding of their central message or lesson Describe characters, settings, and major events in a story, using key details. Craft and Structure Identify words and phrases in stories or poems that suggest feelings or appeal to the senses Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas Use illustrations and details in a story to describe its characters, setting, or events (Not applicable to literature) Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity With prompting and support, read prose and poetry of appropriate complexity for grade 1 as well as select texts for personal enjoyment, interest, and academic tasks. Reading Benchmarks: Informational Text Gr. 1 Key Ideas and Details Ask and answer questions about key details in a text Identify the main topic and retell key details of a text Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure

14 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas Use the illustrations and details in a text to describe its key ideas Identify the reasons an author gives to support points in a text Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity With prompting and support, read informational texts appropriately complex for grade 1, as well as select texts for personal enjoyment, interest, and academic tasks. Reading Benchmarks: Foundational Skills Gr. 1. Print Concepts Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

15 Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs, and initial and final consonant blends. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words, including high- frequency words. Fluency Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary. Writing Benchmarks: Gr 1 Text Types and Purposes Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure Write narratives and other creative texts in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

16 Writing Process: Production and Distribution of Writing (Begins in grade 3) With guidance and support from adults, focus on a topic, respond to questions and suggestions from adults and peers, and add details to strengthen writing as needed With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question (Begins in grade 4) Range of Writing (Begins in grade 3) Speaking, Viewing, Listening and Media Literacy Benchmarks Gr. 1 Comprehension and Collaboration Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. d. Listen to others ideas and identify others points of view. e. Follow two-step oral directions Ask and answer questions about key details in a text read aloud or information presented orally or through other media (e.g., stories, poems, rhymes, songs) Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

17 Presentation of Knowledge and Ideas Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings Produce complete sentences when appropriate to task and situation, and respond to stories, poems, rhymes and songs with expression. (See grade 1 Language standards 1and 3 on page 38 for specific expectations.) Media Literacy Distinguish among and understand purposes of different types of print, digital, and multimodal media. a. Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard or viewed. b. Summarize ideas from media in own words With prompting and support, create and share an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression.) Language Benchmarks: Gr 1 Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

18 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Knowledge of Language (Begins in grade 2) Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring base words and root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

19 Grade2 Curriculum Outcomes Reading Benchmarks: Literature Gr. 2 Key Ideas and Details Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral Describe how characters in a story respond to major events and challenges. Craft and Structure Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Integration of Knowledge and Ideas Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (Not applicable to literature) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures, including those by or about Minnesota American Indians. Range of Reading and Level of Text Complexity By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Benchmarks: Informational Text Gr. 2

20 Key Ideas and Details Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Craft and Structure Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Integration of Knowledge and Ideas Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text Describe how reasons support specific points the author makes in a text Compare and contrast the most important points presented by two texts on the same topic. Range of Reading and Level of Text Complexity By the end of year, select, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range for personal interest, enjoyment, and academic tasks. Reading Benchmarks: Foundational Skills Gr. 2

21 Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words, including high-frequency words. Fluency Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary. Writing Benchmarks: Gr 2 Text Types and Purposes Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section Write narratives and other creative texts in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

22 Writing Process: Production and Distribution of Writing (Begins in grade 3) With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) Recall information from experiences or gather information from provided sources to answer a question (Begins in grade 4) Range of Writing (Begins in grade 3) Speaking, Viewing, Listening and Media Literacy Benchmarks Gr. 2 Comprehension and Collaboration Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. d. Cooperate for productive group discussion. f. Follow two- and three-step oral directions Recount or describe key ideas or details from a text read aloud or information presented orally or through other media Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issues.

23 Presentation of Knowledge and Ideas Tell a story or recount an experience with appropriate facts and relevant, descriptive details, avoid plagiarism by identifying sources, and speak audibly in coherent sentences Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1and 3 on page 38 for specific expectations.) Media Literacy Distinguish, understand, and use different types of print, digital, and multimodal media. a. Use tools for locating print and electronic materials appropriate to the purpose With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.) a. With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project. b. Share the work with an audience. Language Benchmarks: Gr 2 Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

24 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English. Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

25 Grade 3 Curriculum Outcomes Reading Benchmarks: Literature Gr. 3 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Craft and Structure Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) (Not applicable to literature) Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Range of Reading and Level of Text Complexity By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks. Reading Benchmarks: Informational Text Gr. 3

26 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers Determine the main idea of a text; recount the key details and explain how they support the main idea Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Level of Text Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 3 text complexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks. Reading Benchmarks: Foundational Skills Gr. 3

27 Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words, including high-frequency words. Fluency Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing Benchmarks: Gr 3 Text Types and Purposes Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.

28 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. Writing Process: Production and Distribution of Writing With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1 3 above.) With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 3 on page ) With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Research to Build and Present Knowledge Conduct short research projects that build knowledge about a topic Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories (Begins in grade 4) Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

29 Speaking, Viewing, Listening and Media Literacy Benchmarks Gr. 3 Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. e. Cooperate and compromise as appropriate for productive group discussion. f. Follow multi-step oral directions Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas Report on a topic or text and avoid plagiarism by identifying sources, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page for specific expectations.) Media Literacy Distinguish among, understand, and use different types of print, digital, and multimodal media. a. Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers). b. Locate and use information in print, non-print, and digital resources, and identify reasons for choosing information used. c. Check for accuracy in pictures and images. d. Recognize safe practices in personal media communications

30 With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.) a. With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project. b. Share the work with an audience. Language Benchmarks: Gr 3 Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

31 Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered) Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).